The Implementation of the Student Support Systems in Schools under the Special Education Bureau Group 4

Abstract

This research aimed to 1) examine the implementation of the student support system in schools under the Special Education Bureau Group 4 and 2) compare the implementation of the student system among teachers with different work experience and school types. The target group consisted of 314 participants 21 teachers responsible for the student care and support system (one per school) and 302 homeroom teachers under the Special Education Bureau Group 4. The research instrument was a questionnaire. Data were analyzed using percentage, mean, standard deviation, One-way ANOVA, and Scheffé's method for pairwise comparisons The findings were as follows 1) The overall implementation of the student support system was at a high level ( = 4.21). All five dimensions were rated at a high level problem prevention and resolution ( = 4.30) student screening ( = 4.24) referral ( = 4.23) student promotion and development ( = 4.20), and individual student recognition ( = 4.10) respectively. 2) When classified by work experience. the overall implementation differed at a statistically significant level of 0.01. All five dimensions showed statistically significant differences at the 0.05 level. 3) When classified by school type, the overall implementation differed at a statistically significant level of 0.05 One dimension - individual student recognition showed a statistically significant difference at the 0.05 level, with Special Education Centers scoring higher than Schools for Students with Specific Disabilities.

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